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Evidence Guide: TLIPC1002A - Adapt to work requirements in the transport and logistics industry

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

TLIPC1002A - Adapt to work requirements in the transport and logistics industry

What evidence can you provide to prove your understanding of each of the following citeria?

Manage one's own learning

  1. One's personal goals or vision are considered and articulated
  2. Opportunities for learning new ideas and techniques in relation to personal goals are identified
  3. Personal learning needs and skill gaps are recognised
  4. Opportunities for skills development activities are identified in liaison with relevant personnel
  5. A range of learning tools and practices are accessed and applied to the job
  6. Advantage is taken of on-the-job and off-the-job learning opportunities
One's personal goals or vision are considered and articulated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities for learning new ideas and techniques in relation to personal goals are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal learning needs and skill gaps are recognised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Opportunities for skills development activities are identified in liaison with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

A range of learning tools and practices are accessed and applied to the job

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advantage is taken of on-the-job and off-the-job learning opportunities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt to and demonstrate appropriate work practice

  1. Work requirements are identified and interpreted with advice from appropriate persons
  2. Appropriate dress and behaviour is observed in the workplace
  3. Work and personal priorities are identified and a balance is achieved
  4. Time management strategies are applied to work duties
  5. Interactions with others is tailored to take into account different backgrounds, cultures and languages
Work requirements are identified and interpreted with advice from appropriate persons

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate dress and behaviour is observed in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work and personal priorities are identified and a balance is achieved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Time management strategies are applied to work duties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interactions with others is tailored to take into account different backgrounds, cultures and languages

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work within organisational requirements

  1. Organisational requirements and key activities of the workplace are identified
  2. Relevant workplace policies and guidelines are identified and applied to work undertaken
  3. The range of organisational and industry values are identified
  4. Any uncertainties are discussed with key personnel and clarified
Organisational requirements and key activities of the workplace are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant workplace policies and guidelines are identified and applied to work undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The range of organisational and industry values are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Any uncertainties are discussed with key personnel and clarified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify industry products and services

  1. The products provided by the industry are identified
  2. The services provided by the industry are identified
  3. Appropriate standards of customer service are identified across each industry
  4. Quality standards for products and services as identified by the industry are clarified
The products provided by the industry are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The services provided by the industry are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Appropriate standards of customer service are identified across each industry

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Quality standards for products and services as identified by the industry are clarified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the sectors in the industry

  1. The main sectors of the industry, their key activities and the way in which they inter-relate are identified
  2. The roles and responsibilities of the industry sectors are clarified
  3. Industry representatives and their roles are understood
  4. Issues or events impacting on the industry are realised
The main sectors of the industry, their key activities and the way in which they inter-relate are identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The roles and responsibilities of the industry sectors are clarified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Industry representatives and their roles are understood

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Issues or events impacting on the industry are realised

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required knowledge and skills, the range statement and the assessment guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

The evidence required to demonstrate competency in this unit must be relevant to and satisfy all of the requirements of the elements and performance criteria of this unit and include demonstration of applying:

the underpinning knowledge and skills

relevant legislation and workplace procedures

other relevant aspects of the range statement

Context of and specific resources for assessment

Performance is demonstrated consistently over a period of time and in a suitable range of contexts

Resources for assessment include:

a range of relevant exercises, case studies and/or other simulated practical and knowledge assessment, and/or

access to an appropriate range of relevant operational situations in the workplace

In both real and simulated environments, access is required to:

relevant and appropriate materials and equipment, and

applicable documentation including workplace procedures, regulations, codes of practice and operation manuals

Method of assessment

Assessment of this unit must be undertaken by a registered training organisation

As a minimum, assessment of knowledge must be conducted through appropriate written/oral tests

Practical assessment must occur:

through activities in an appropriately simulated environment, and/or

in an appropriate range of situations in the workplace

Required Skills and Knowledge

REQUIRED KNOWLEDGE AND SKILLS

This describes the essential knowledge and skills and their level required for this unit.

Required knowledge:

Current events, activities and products and services of the transport and logistics industry

Workplace policies, procedures and guidelines, including environmental sustainability aspects

Time management strategies and appropriate workplace etiquette

Workplace equipment, tools and other technologies used in the transport and logistics industry, and where and how to obtain information and instructions on their safe use and basic care and servicing

Learning opportunities in the workplace

Required skills:

Use basic interpersonal and communication skills (including listening and questioning, receiving feedback)

Use workplace technology skills where appropriate or required

Follow relevant OH&S and environmental protection procedures and responsibilities

Use time management strategies

Adapt and modify activities depending on differing workplace contexts and environment

Apply relevant industrial or other legislative requirements

Recognise and adapt appropriately to cultural differences in the workplace, including modes of behaviour and interactions among staff and others

Recognise limitations, ask for help and seek clarification or information about work requirements and procedures

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.

Skill gaps are:

a range of skills needed for the workplace or for a particular job which are currently not developed within an individual. They are different from an individual's 'personal learning needs' as they are skills specifically relevant and required for a particular job

Skill gaps may include:

physical capacity skills

workplace technology skills such as business equipment, computer technology, machinery, hand tools, knives, lifts, security systems

numeracy skills

customer service skills

communication skills such as listening and understanding, speaking clearly/directly, reading, writing

technical skills

Skill development activities may include:

training courses

IT courses

human resources programs

coaching and mentoring programs

having access to a mentor for questions and advice

having the chance to learn a new task or to operate a new piece of equipment or workplace technology

participating in an external or internal training program

Learning tools and practices may include:

learning through note taking

reviewing manuals and training guides

discussion

practice

observation

trial and error

or a combination of any of these

On-the-job opportunities may include:

filling in for a co-worker in a new area

going to talks or seminars arranged by the workplace

shadowing another co-worker in a different area

receiving on-the-job training and supervised practice

Off-the-job opportunities may include:

taking a course with a training provider

going to conferences or seminars

going on site visits with supervisor

participating in workplace social events

participating in community events

Appropriate dress and behaviour may include:

personal dress, presentation and hygiene

demeanour and attitude displayed to customers and fellow employees

Time management strategies may include:

goal setting

prioritisation

planning

overcoming procrastination

dealing with interruptions

organising your work environment

Organisational requirements may include:

organisational policies and guidelines

common organisational practice

performance plans

environmental sustainability policies, procedures and guidelines

OH&S policies, procedures and programs

Information and documents may include:

applicable national, state and territory regulations

standard operating procedures applicable to work role

quality standards applicable to work role

Applicable legislation, regulations and codes may include:

applicable national, state and territory regulations

relevant Australian Standards and related requirements

relevant state/territory OH&S legislation

relevant state/territory environmental protection legislation